How the “Talking Points” Assignment Differs from “Key Word Narrations” in World History
I was recently asked to clarify the difference between the “Talking Points” assignment and the “Key Word Narration” in World History. This was a great question! I thought I’d share my answer in this post, as the two are quite different from one another. First, there are 6 types of “Oral Narrations” in Heart of Dakota’s World History. They are Key Word, Summary, Detailed, Topic, Recorded, and Opinion. Each fall under the broad category of oral narration, but each is slightly different in the skills being taught. The World History Introduction’s Course Descriptions, Required Resources, Course Materials, and Grading defines each of these.
The “Key Word” oral narration is focused on key words/phrases. Headings are provided in the World History Notebook. Key words/phrases in preparation for the oral narration can be written fairly quickly under the provided headings. Student can just jot down what most stood out to him/her personally. While giving the oral narration, a student might spend a long time on a particular bulleted key word or phrase and a short time on another. This is not planned ahead so carefully. Rather, the narration develops more as the student is giving it and is more story-like, more narrative. It is flowing and allows for more creativity. There are no physical guidelines for giving a key word narration. A student might give a key word narration standing, sitting in a recliner, seated at a kitchen table, or relaxing on a couch.
Details About the “Talking Points” Assignment
The “Talking Points” assignment does not fall under the “Oral Narrations” category. It requires more preparation and intentional focus. Headings are not provided; the student instead must choose particular points to share and write them down in a particular order to be shared. Unlike a narration, the student is to keep his/her mind focused on the points he/she planned to address the entire time the talk is given. A well-organized list of topic points, practice speaking from notes, and improvement in overall speaking skills are the progressive goals for this assignment (as noted in the Introduction). Sitting, facing the adult as talking points are shared while referencing an index card of talking points is also a must. The parent is the ‘audience’ that the student faces to give the ‘talk to’.
Similar to Presidential “Talking Points”… Though Not Quite as Formal
I remember discussing this “Talking Points” assignment when Carrie was writing the guide. Mike and Carrie were thinking of the talking points as being akin to the way potential U.S. presidents have talking points they want to address or need to give during debates/elections. Hence the “sit facing the adult” with notes to refer to that are “talking points.”
We didn’t want this to be as formal as a Presidential debate or news conference, nor did we want this to be totally like giving a speech. (Though I did feel like the “Talking Points” assignment prepared our sons well for their USII Speech course!) However, we don’t think of it as informal as an oral narration. Instead of focusing on being narrative/storytelling/letting what you say develop as you go, the focus is to intentionally plan your talking points ahead of time and focus on them as you go, taking time to face and share your intentional points with your audience.
So, I hope you enjoy both the Key Word oral narrations and the Talking Points assignments as much as we did! So many amazing skills being taught in these HOD guides. Have a wonderful year in World History!
In Christ,
Julie
